Educational Inputs
CLAP - Customised Learning Achievement Path
Introduction
Every year, there are children entering a given grade level with some gap in learning; the gap of particular concern is in FLN. While there are many efforts, there is a robust process missing to ensure this gap is filled.
Objectives:
To create a process that helps teachers identify the gaps in learning foundational concepts and offer customised tasks to bridge the gap
Program Structure:
Inputs:
Self-learning modules in different concepts at Foundational Level, student trackers and teacher-guidelines, app for monitoring
Process:
The teacher identifies the starting point for each child and sets level-specific expectations. Gives the child the module relevant to the concept to begin with and offers feedback and support. Leverages on peer learning. Tracks the progress through the app. The students work on these modules in either dedicated hours in the school or during free time and at home. The effort gets captured in the effort certificate and also the students receive stars on completion.
Outcome:
Over a period of time, each child would have worked through the concepts he needed to work on and at a comfortable pace.
PBL - Project Based Learning
Introduction
Every child comes with his or her own unique abilities. When an opportunity to work in group is given, the group learns to involve everyone, use the strengths of every member optimally and achieve the goal with collaborative work. A framework is necessary to make project based learning happen effectively.
Objectives:
To create a framework for project based learning in order to bring out the 21st century skills among the students.
Program Structure:
Inputs:
Project planners that give framework for various steps involved in carrying out
a project, namely selection of a problem to work on, dividing the responsibilities, research, planning,
taking feedback to refine, execution and presentation.
Project catalogue provides a list of problems or projects to choose from; each of which is connected
to the curriculum at the grade level and is designed to get the students to interact with the community
or do research.
Process:
the students work in groups and under the guidance of their teacher and follow the framework to complete the project.
Outcome:
Students acquire 21st century skills of Communication, Collaboration, Creativity and Critical thinking (the 4 Cs).
Specialised Inputs
Vernacular Language Reading Books:
These books are designed to encourage reading with comprehension by keeping in mind the design that suits the maturity level of the target group.The content is placed appropriate to the age and detailed enough to match the child’s learning level.
English Language Workbooks:
To create a framework for project based learning inorder to bring out the 21st century skills among the students.
Functional Math and English workbooks:
The inputs are aimed at high school students who are familiar with basic math and language competencies, and gives them a situation based problem solving approach to applying math and language skills to daily-life situations. A specific module Financial literacy caters to all the important aspects of Financial literacy a youth must know.